French: Second Language — Year 7 to Year 10

Filters

Curriculum updated: .

Show/Hide Curriculum

Year Levels

Strands

General Capabilities

Cross-curriculum Priorities

French: Second Language — Year 7 to Year 10 learning area contacts:

Scope and sequence
Jump to

French: Second Language — Year 7 to Year 10

Year 7 Syllabus

Year Level Description

Students begin their study of French in secondary school with little to no prior experience of the French language and culture. Many will have learnt an additional language in primary school and bring existing language learning strategies, textual knowledge and intercultural awareness to the new experience of learning French. Skills in analysing, comparing and reflecting on language and culture in the languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage in their social development and to consider issues of how the experience influences their first language and culture.

In Year 7, students communicate in French, interacting with peers and known adults to exchange information about self, family and friends, and interests. They engage in individual and collaborative tasks that involve making arrangements, inviting, planning, deciding and responding, or work together to highlight their language learning for family, friends and their school community. Students identify topic, gist and specific points of information from texts related to aspects of their personal and social worlds, convey the information and ideas and use them in new ways. They respond to imaginative texts by discussing aspects, such as characters, events and/or key ideas. Students create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language.

Students become familiar with the systems of the French language when encountered in simple spoken and written texts. They use features of the French sound system to convey meaning with pitch, stress, intonation, rhythm and body language, and show recognition of the difference between statements, questions and commands. Students generate language for a range of purposes in spoken and written texts by recognising and using context-related vocabulary and elements of the French grammatical system, including word order, gender and number variation, regular and high-frequency irregular verbs in le présent and become familiar with l'impératif. They build a metalanguage in French to talk about vocabulary and grammar concepts. Students reflect on their and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication.

In Year 7, students learn French through rich and varied language input, and the provision of experiences that are challenging, but achievable. English is predominantly used for discussion, clarification, explanation, analysis and reflection. To assist students in the language learning process, support is provided from the classroom teacher in the form of scaffolding, modelling and monitoring, explicit instruction and feedback, structured opportunities for understanding and practising new language, and the chance to revisit, recycle and review.

Communicating

Socialising

Interact with peers and known adults orally and in writing to exchange information about self, family and friends and interests, for example, Bonjour la classe. Je m’appelle Marc, et toi ?; J’ai quatorze ans. Quel âge as-tu ?; J’ai les yeux bleus et les cheveux bruns. Je suis de taille moyenne.; Je te présente mon copain, Henri. Il est intelligent et marrant !; Nous voici — la famille Mercier !; J’ai deux sœurs et un frère.; J’aime nager et le foot.

(ACLFRC091)

Engage in individual and collaborative tasks, such as making arrangements with a friend, planning for a class celebration or performance, or working together to create displays, presentations or performances to showcase their language learning for family, friends or school community

(ACLFRC092)

Participate in classroom routines and interactions by responding to teacher talk, following instructions, asking and answering questions, requesting assistance or permission, asking others how they are and offering wishes, for example, Écoutez !; Monsieur, s’il vous plaȋt ?; Je ne comprends pas.; Cliquez sur l’image du chȃteau !; Répondez aux questions !; J’ai une question. Comment dit-on … en français ?; Comment ça s’écrit ?; Qu’est-ce que c’est ?; C’est …; Ce sont …; Salut, Natalie, ça va ? Pas mal, et toi ?; Bonsoir, Madame Legrand, comment allez-vous ?; À demain, Mademoiselle.; À bientôt !; Bon courage !; Bonne fête, Solange !

(ACLFRC093)

Informing

Identify topic, gist and specific points of information from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways

(ACLFRC094)

Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation

(ACLFRC095)

Creating

Respond to imaginative texts by describing aspects, such as characters, events and/or key ideas

(ACLFRC096)

Create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language

(ACLFRC097)

Translating

Translate and interpret phrases and short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not

(ACLFRC098)

Reflecting

Reflect on own and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication

(ACLFRC100)

Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural communication

(ACLFRC101)

Understanding

Systems of language

Use features of the French sound system, including pronunciation of nasal sounds, and convey meaning with pitch, stress, intonation, rhythm, using liaison in familiar contexts, and recognising the difference between statements, questions and commands, such as Vous écoutez la chanson.; Vous écoutez la chanson ?; Écoutez la chanson !

Use the French alphabet for spelling words aloud, recognising similarities to and differences from English and using correct terminology for accents

(ACLFRU102)

Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and elements of the French grammatical system, including:

  • using definite and indefinite articles le, la, l’ and les; un, une and des
  • recognising substitution of the indefinite article with de in negative sentences, for example, Non, je n’ai pas de frère. J’ai une sœur.
  • using singular and plural forms of nouns, for example, le chien/les chiens, une femme/des femmes, including some irregular plural forms, such as l’œil/les yeux, le nez/les nez, l’animal/les animaux
  • beginning to recognise that adjectives agree in number and gender with the noun, for example, des élèves intelligents, de bonnes étudiantes, and that des changes to de if the adjective precedes the noun
  • understanding that most adjectives in French follow the noun, for example, un élève intelligent, and that common adjectives precede the noun, for example, une bonne étudiante
  • understanding that subject pronouns je, tu, il, elle, on, nous, vous, ils and elles determine verb conjugations and substitute for noun subjects, for example, Voilà le frère de Michel. Il est beau, n’est-ce pas ?
  • using regular –er verbs, and irregular conjugations of high-frequency verbs être, avoir, aller and faire in le présent
  • becoming familiar with regular –ir and –re verbs in le présent
  • recognising the function of irregular verbs, such as avoir, être and faire in expressions, such as avoir faim, avoir 13 ans and faire beau
  • becoming familiar with l'impératif, for example, Asseyez-vous !; Dis-moi !
  • recognising how grammatical choices shade meaning and establish register, for example, use of tu or vous to distinguish relationship; use of nous to suggest inclusivity or shared identity; use of on to suggest distance or to replace nous
  • using singular and plural possessive adjectives, for example, ses cheveux, leur mère, mes copains
  • forming and using cardinal numbers to 100
  • using exclamations, for example, Zut !; Bien fait !
  • using prepositions à, en and dans when describing where people live, for example, Jean-François habite à Montréal au Canada.; Ma copine habite en Australie.; La famille Maréchal habite dans une ferme.
  • using the negative ne … pas in simple statements, questions and commands, for example, Je n’aime pas l’histoire.; Tu n’aimes pas le bifteck ?; Ne recommence pas !
  • becoming aware of three ways of forming a question, including a simple sentence with rising intonation, for example, Tu as un animal chez toi ?; inverting the verb and subject, for example, As-tu un animal chez toi ?; and using Est-ce que … ?, for example, Est-ce que tu as un animal chez toi ?

Build metalanguage to talk about vocabulary and grammar concepts

(ACLFRU103)

Identify and use text structures and language features of common spoken, written and multimodal texts, and compare with structures and features of similar texts in English

(ACLFRU104)

Language variation and change

Examine linguistic features in texts to develop an understanding that languages vary according to elements, such as register

Understand that French, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLFRU105)

Recognise that French is a global language, spoken with a variety of accents and dialects in many regions of the world, as well as in France

(ACLFRU106)

Role of language and culture

Explore the relationship between language and culture

(ACLFRU108)

Achievement Standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 8 Syllabus

Year Level Description

Year 8 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in French developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of the French language and culture. Students may need encouragement to take risks in learning a language at this stage in their social development and to consider issues of how the experience impacts on the norms associated with their first language and culture.

Students communicate in French, maintaining interactions with peers and known adults to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities. They engage in individual and collaborative tasks that involve making arrangements, or organising events or outings. Students identify key information and supporting details from texts related to aspects of their personal and social worlds, and use the information in new ways. They convey information and ideas from texts, using different modes of presentation to suit audience and context. Students respond to imaginative texts, describing and discussing aspects, such as characters, events and/or ideas. They create imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences.

Students become more familiar with the systems of the French language when encountered in simple spoken and written texts. They use features of the French sound system, including pronunciation, pitch, rhythm, stress and intonation, and common fillers, interjections and responses. Students generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the French grammatical system, including increasing control of regular and irregular verbs in le présent, recognising verbs related to daily activities and using le passé composé, l'impératif and le futur proche. They continue to build a metalanguage in French to talk about vocabulary and grammar concepts. Students engage with French speakers and texts, reflecting on how interaction involves culture as well as language.

In Year 8, students are widening their social networks, experiences and communication repertoires in French. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts.

Communicating

Socialising

Maintain interactions with peers and known adults orally and in writing to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities, for example, Fais-tu des tâches ménagères ? Je donne à manger au chat tous les jours et chaque soir je sors la poubelle.; Je range ma chambre deux fois par semaine.; Je me lève à sept heures.; Tu es en quelle classe ? Je suis en année 8.; Ce que je déteste/j’adore, c’est la musique.; J’aime beaucoup regarder des vidéos sur YouTube.; Tu aimes lire ?; Lundi après-midi, je fais de la natation et le week-end je joue au tennis avec mes amis.; L’été, on va souvent à la plage.

(ACLFRC091)

Engage in individual and collaborative tasks, such as making arrangements to cater for events, celebrations or outings, for example, an excursion to a French restaurant or organising a class event

(ACLFRC092)

Participate in classroom routines and interactions by asking and answering questions, requesting information, expressing feelings, opinions and personal preferences and responding to others’ contributions, for example, C’est mon frère — il est sympa !; Excuse-moi Sophie, mais …; À mon avis …; Je pense que …; Bien sûr …; Je ne suis pas d’accord.; C’est génial !; C’est une bonne idée.; Pouvez-vous le répéter plus lentement, s’il vous plaît ?; Qu’est-ce que ça veut dire ?; Je peux recommencer ?

(ACLFRC093)

Informing

Identify key information and supporting details from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways

(ACLFRC094)

Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context and audience

(ACLFRC095)

Creating

Respond to imaginative texts by describing and discussing aspects, such as characters, events and/or ideas

(ACLFRC096)

Create own or shared imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences

(ACLFRC097)

Translating

Translate and interpret short texts from French to English and vice versa, comparing different versions of a text and suggesting reasons for differences and mistranslations

(ACLFRC098)

Reflecting

Engage with French speakers and texts, reflecting on how interaction involves culture as well as language

(ACLFRC100)

Reflect on own identity, including identity as a learner and user of French, through experiences or in attitudes to culture and intercultural communication

(ACLFRC101)

Understanding

Systems of language

Use features of the French sound system, including pronunciation, pitch, rhythm, stress and intonation to express a variety of feelings, such as C’est nul !; Ça suffit !; Quoi encore ?; Oh là là !; Aïe !, and increasing control of liaison in unfamiliar contexts, including no liaison with et, and common fillers, interjections and responses, such as Hein ?; Bon ben ...; N’est-ce pas ?; Youpi !; Ça alors !

(ACLFRU102)

Generate language for a range of purposes in simple spoken and written texts, by using context-related vocabulary and applying elements of the French grammatical system, including:

  • understanding that adjectives agree in number and gender with the noun, for example, de bonnes étudiantes and that des changes to de if the adjective precedes the noun
  • using parce que in compound sentences
  • forming and using adverbs, for example, Il parle lentement.; Je cours vite.
  • forming and using partitive articles, for example, Nous mangeons de la viande tous les jours.
  • recognising comparatives, such as plus … que, moins … que, aussi … que + adjective, for example, J’aime le français plus que les maths car c’est plus intéressant.
  • identifying the forms and functions of reflexive verbs, for example, Il se lève très tard le
    week-end.
    ; Nous nous promenons chaque soir.; Je veux m’asseoir à côté de toi.
  • increasing control of regular –er, re and –ir verbs, être, avoir, aller, faire, devoir, vouloir, savoir in le présent
  • recognising le passé composé is used to recount events that occurred in the past, for example, Il a regardé la télé.; J’ai mangé un croissant.
  • using le futur proche to describe immediate future events, for example, Il va regarder la télé.
  • becoming familiar with using emphatic pronouns moi, toi, lui, elle, soi, nous, vous, eux, elles
  • using the negative ne … pas in simple statements, questions and commands, for example, Je n’aime pas l’histoire.; Tu ne viens pas au cinéma ?; Ne mange pas les bananes !, including the use of de after a negative verb form, for example, Je n’ai pas de photos.
  • recognising the functions of elements, such as prefixes and suffixes, for example, désagréable, la camionnette, la réorganisation, and how word patterns and clusters connect, for example, triste, la tristesse; le marché, le marchand, la marchandise
  • using the subject pronoun on with the third person singular of the verb
  • forming and using cardinal numbers, including when used in dates, for example, Je suis né en 2007.
  • using l'impératif, for example, Rangez vos affaires !; Allons-y !; Dites-le en français !
  • using expressions of quantity, for forming and using articulated prepositions, for example, Elle va au parc quand elle veut être seule.
  • forming and using ordinal numbers, for example, Il arrive en sixième place.
  • using time phrases, for example, Les cours commencent à 9 heures moins le quart.

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLFRU103)

Identify, analyse and use text structures and language features of common spoken, written and multimodal texts, and explain how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences

(ACLFRU104)

Language variation and change

Examine linguistic features in texts to understand that French, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLFRU105)

Understand the dynamic nature of French, and how it influences and is influenced by other languages and cultures

(ACLFRU106)

Role of language and culture

Explore the relationship between language and significant cultural values or practices in French, English and other languages

(ACLFRU108)

Achievement Standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 9 Syllabus

Year Level Description

Year 9 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in French developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of French language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.

Students communicate in French, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.

Students better understand the systems of the French language when encountered in spoken and written texts. They increase control of regular and irregular elements of the French sound system, building fluency and accuracy in pronunciation of more complex syllable combinations, pitch, stress and rhythm. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the French grammatical system, including comparative and superlative forms of adjectives and adverbs, le passé composé and l’imparfait, and using elements, such as relative, emphatic and direct object pronouns. Students continue to build a metalanguage in French to talk about vocabulary and grammar concepts. They engage with French speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.

In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.

Communicating

Socialising

Initiate and maintain interactions with others orally and in writing to discuss and compare events of significance in the lives of young people, including holidays, special events and travel, for example, Cette année, pour mon anniversaire …; Es-tu libre samedi prochain ? Je t’invite à ma fête d’anniversaire.; Que fait-on le 14 juillet en France ?; Qu'est-ce que vous faites pendant la fête de Pâques ?; Que faites-vous pour célébrer le réveillon du Jour de l’An ? Eh bien, nous nous réunissons avec des amis et la famille pour le dîner.; Etes-vous parti en voyage cet été ? Je suis allé à Geraldton, puis je suis parti pour Broome.; Je suis resté chez des amis de mes parents qui habitent à Paris. Et toi ?

(ACLFRC109)

Engage in individual and collaborative tasks, such as exchanging information, making arrangements or obtaining goods or services, for example, when travelling in a Francophone country, arranging an outing, purchasing souvenirs or using transport

(ACLFRC110)

Develop classroom language to contribute to structured discussions and reflect on learning experiences by making suggestions, asking questions for clarification and expressing agreement or disagreement, for example, C’est une bonne idée.; Non, je ne suis pas d’accord.; À mon avis …; Je pense que …

(ACLFRC111)

Informing

Identify information and ideas from a range of texts related to aspects of their personal and social worlds, state opinions, compare views and present information in different formats to inform or interest others

(ACLFRC112)

Convey information, ideas and opinions on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience

(ACLFRC113)

Creating

Respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas

(ACLFRC114)

Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas

(ACLFRC115)

Translating

Translate and interpret texts from French to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning

(ACLFRC116)

Reflecting

Engage with French speakers and texts, reflecting on how interaction involves culture as well as language and being aware of audience and context

(ACLFRC118)

Reflect on the experience of learning and using French and how it might add further dimension to own identity

(ACLFRC119)

Understanding

Systems of language

Increase control of regular and irregular elements of the French sound system, including using liaison in unfamiliar contexts, building fluency and accuracy in pronunciation of more complex syllable combinations, pitch, stress and rhythm

(ACLFRU120)

Generate language for a range of purposes in spoken and written texts, by extending understanding and use of context-related vocabulary and elements of the French grammatical system, including:

  • using le passé composé to recount events that occurred in the past with avoir, for example, Elle a fait du shopping.
  • recognising verbs conjugated with être as the auxiliary in le passé composé have agreement between subject and past participle, for example, Madeleine est allée en France pour rendre visite à sa famille française.
  • understanding the forms and functions of reflexive verbs, and the use of être and agreements in le passé composé, for example, Je me suis levée à sept heures pendant les vacances.; Elle s’est entraȋnée …
  • becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, C’était …; J'ai joué au foot avec mes amis hier après-midi. C’était amusant.
  • understanding the differences in use between le passé composé and l’imparfait, for example, Il faisait beau.; Je suis allé au Louvre.
  • using the infinitive as the second verb, for example, Tu veux venir au cinéma ce soir ?
  • understanding the function of verb tenses to situate events in time, for example, Ils vont partir demain matin.; Je suis allé en France quand j’avais six ans.
  • understanding the function of verb tenses to express intention or desire, for example, Je voudrais bien aller à Tunis l’année prochaine !
  • using relative pronouns qui, que
  • using emphatic pronouns moi, toi, lui, elle, soi, nous, vous, eux
  • beginning to use direct object pronouns in conjunction with le présent, for example, Je t’écoute.; Elle les mange tous les jours !
  • using élision with direct object pronouns and verbs beginning with a vowel or h muet, for example, Il l’ignore.
  • using negatives with le passé composé, for example, Nous n’avons pas encore fini l’histoire.
  • understanding additional negative forms, such as ne … plus, ne … rien, ne … jamais
  • using comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; jolie, moins jolie, la moins jolie

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLFRU121)

Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts

(ACLFRU122)

Language variation and change

Analyse how French is used in varying ways to achieve different purposes

(ACLFRU123)

Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge

(ACLFRU124)

Role of language and culture

Explore the ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange

(ACLFRU126)

Achievement standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 10 Syllabus

Year Level Description

Year 10 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in French developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the French language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how French may feature in these.

Students communicate in French, initiating and participating in sustained interactions with others to exchange ideas, opinions, experiences and thoughts about making choices for today, and in the future. They engage in individual and collaborative tasks that involve debating with peers to exchange views and justify opinions, organising a forum or presenting a speech. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.

Students understand the systems of the French language when encountered in spoken and written texts. They increase control of regular and irregular elements of the French sound system, building fluency and accuracy in pronunciation of more complex syllable combinations, pitch, stress and rhythm. They generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of  context-related vocabulary and elements of the French grammatical system, including using simple and compound sentences to structure arguments and explain or justify a position, recognising le conditionnel and using in simple constructions le futur. Students continue to build a metalanguage in French to talk about vocabulary and grammar concepts. They engage with French speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.

In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using French in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.

Communicating

Socialising

Initiate and participate in sustained interactions with others orally and in writing to exchange ideas, opinions, experiences and thoughts about making choices for today and in the future, including health and physical activity, having a part-time job, learning a language and my future, for example, Qu’est-ce que vous étudierez l’année prochaine et pourquoi ?; Quels sont vos projets futurs ?; J’ai l’intention de devenir avocat.; Après mes études, j'étudierai peut-être le business. Et toi, tu fais quoi ?; C’est difficile pour vous d’apprendre le français ? Moi, je trouve que …; C’est comment pour toi ?; Internet vous aide avec vos études de français ? Pas du tout !

(ACLFRC109)

Engage in individual and collaborative tasks, such as planning or debating with peers to initiate a school campaign to promote awareness of a wellbeing issue for teenagers, or organising a real or simulated forum to raise awareness of the use of social media at school, or presenting a speech on their language learning experiences

(ACLFRC110)

Use classroom language to question, elicit and  offer opinions, compare ideas and participate in reflective activities and evaluations, for example, Au contraire !; Je ne suis pas d’accord.; Après tout …; Il faut le dire …; Encore une fois ...

(ACLFRC111)

Informing

Identify information and ideas from a range of texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas

(ACLFRC112)

Convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience

(ACLFRC113)

Creating

Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture

(ACLFRC114)

Create own imaginative texts in different modes and formats, using imaginary characters, places and/or experiences, to entertain, or express ideas, attitudes and/or perspectives

(ACLFRC115)

Translating

Translate and interpret texts from French to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning

(ACLFRC116)

Reflecting

Engage with French speakers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

(ACLFRC118)

Reflect on the experience of learning and using French and how it might add further dimension to own identity

(ACLFRC119)

Understanding

Systems of language

Increase control of regular and irregular elements of the French sound system, building fluency and accuracy in pronunciation of more complex syllable combinations, pitch, stress and rhythm

(ACLFRU120)

Generate language for a range of purposes in spoken and written texts, by continuing to extend understanding and use of context-related vocabulary and elements of the French grammatical system, including:

  • using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues, such as les études, le sport et la nourriture, l’environnement, l’avenir, les passe-temps
  • using connectives, for example, parce que, à cause de, puisque and en plus
  • using le présent, l’impératif, le futur proche, le passé composé and l’imparfait
  • understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose; commencer à faire …
  • understanding and using le futur in simple constructions, for example, L’année prochaine, j’étudierai le français.
  • recognising le conditionnel, for example, J’aimerais voyager après mes études.
  • using relative pronouns qui, que, où, dont and lequel
  • using direct object pronouns me, te, le, la, nous, vous, les
  • using indirect object pronouns, for example, me, te, lui, nous, vous, leur
  • recognising that in le passé composé past participles agree with the preceding direct object when the verb is conjugated with the auxiliary verb avoir, for example, Les adolescentes que vous avez rencontrées sont des volontaires.
  • extending knowledge of additional negative forms, such as ne … plus, ne … rien, ne … jamais, ne … que, ne … personne
  • exploring how choices of words, such as nouns and adjectives can indicate values and attitudes, for example, C’est un bon à rien.; C’est un brave jeune homme.
  • understanding the function of impersonal expressions, for example, il faut, il est impossible de, il s’agit de

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLFRU121)

Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts

(ACLFRU122)

Language variation and change

Analyse how French is used in varying ways to achieve different purposes, and changes over time and place

(ACLFRU123)

Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge

(ACLFRU108)

Role of language and culture

Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

(ACLFRU108)

Achievement standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons



pronounlanguagemodal verblexical cohesionmorphemeadverbialdiasporagrapho-phonic knowledgeregisterauthentic (texts/materials)mediumbilingualismadverblanguage featuresrole of language and culturescriptcomplex sentencemnemoniccomprehension strategiesdecodecode-switchingorthographytext structurepedagogydirectionalityreadverbconcrete languagesyntaxnouncontextaudiencetaskmultimodal textadjectiveroot of a wordoracyproductive language usesocialisingintensifiersauxiliary verbpersuasive textslearning trajectorylanguage systems/systems of languagemorphologymetalanguageprepositiontranslatingmedia textscollocationconventionquestiontext processing strategiessemantic knowledgedigraphintonationscaffoldingword borrowingcontentcharacter componentslanguage specificitycommunicatingtext types (genres)enunciationphonememodetonemacro skillsreceptive languagelanguage functionsunderstandingbackground languageidentityconjunctionlanguage comprehensionfillermediateromanisationbiographypragmaticslanguage patternsstereotypefluencyintercultural capabilitycultureinterpretaccuracyinformingpronunciationcharactersinfinitivecomposingintercultural language teaching and learningsuffixprefixfaceform-focused learning activitiesaccent marksdigital textsliteracy resourcesinformative textscohesionhonorificsecond languagecommunicationnarrative devicestranslationaccentinputalliterationcuesdipthongsscanningcompound sentencetextual features/textual conventionstalkcommunicative competenceformulaic languagecreatecreatingdialectclausephonological awarenessperformancegenrereciprocatingcomprehension/comprehendingpredictiontextidiomatic expressionsdigital mediacomplexityencodehomophonephonicscognatesstresslanguage variation and changereflectingparalanguagepurposeful learningsynchronousfirst languageskimmingauthorspeakimaginative textsframingde-centrenarrative
Back to top of page